Learning Objectives:
1. Explain the concept of intra-individual variability, and its relevance in FASD.
2. Discuss the relationship between intra-individual variability, attention, and adaptive behaviour.
Ali, S., Kerns, K. A., Mulligan, B. P., Olson, H. C., & Astley, S. J. (2018). An investigation of intra-individual variability in children with fetal alcohol spectrum disorder (FASD). Child Neuropsychology, 24(5), 617-637.
Learning Objectives:
1. Describe the current knowledge base of research on parenting and child brain development.
2. Describe the methods and interpret the results and implications of results of this study.
Kok, R., Prinzie, P., Bakermans-Kranenburg, M. J., Verhulst, F. C., White, T., Tiemeier, H., & van IJzendoorn, M. H. (2018). Socialization of prosocial behavior: gender differences in the mediating role of child brain volume. Child Neuropsychology, 24(6), 723-733.
Learning Objectives:
1. Explain the relationships between ADHD symptoms and performance on neuropsychological and behavioral tests of Executive Functions (EF).
2. Describe the clinical utility of the combined use of neuropsychological tests and behavioral rating scales of EF in the assessment of ADHD.
Krieger, V. & Amador-Campos, J. A. (2018). Assessment of executive function in ADHD adolescents: Contribution of performance tests and rating scales. Child Neuropsychology, 1-25.
Learning Objectives:
1. Describe the neuropsychological outcomes associated with pediatric demyelinating diseases, including multiple sclerosis (MS), acute disseminated encephalomyelitis (ADEM), neuromyelitis optica (NMO), and transverse myelitis (TM).
2. Explain the influences of clinical and psychosocial factors on neuropsychological outcomes in pediatric demyelinating diseases.
Tan, A., Hague, C., Greenberg, B. M., & Harder, L. (2018). Neuropsychological outcomes of pediatric demyelinating diseases: a review. Child Neuropsychology, 24(5), 575-597.
Learning Objectives:
1. Describe the neurocognitive outcomes associated with pediatric basal ganglia stroke and the additional cognitive burden of hemidystonia in this population.
2. Explain the concept of plasticity in the context of neurodevelopment, and how plasticity can be both adaptive and maladaptive after early brain injury.
Westmacott, R., McDonald, K. P., deVeber, G., MacGregor, D., Moharir, M., Dlamini, N., … & Williams, T. S. (2018). Neurocognitive outcomes in children with unilateral basal ganglia arterial ischemic stroke and secondary hemidystonia. Child Neuropsychology, 24, 923-937.
Learning Objectives:
1. Explain how critical congenital heart disease (CHD) affects brain development.
2. Describe the various neuropsychological risks experienced by children and adolescents with critical CHD.
Cassidy, A. R., Ilardi, D., Bowen, S. R., Hampton, L. E., Heinrich, K. P., Loman, M. M., … & Wolfe, K. R. (2018). Congenital heart disease: A primer for the pediatric neuropsychologist. Child Neuropsychology, 24, 859-902.
Learning Objectives:
1. Describe cultural issues relevant to transgender individuals.
2. Identify bio-psycho-social factors which may be relevant when conducting neuropsychological evaluations with transgender individuals.
Trittschuh, E. H., Parmenter, B. A., Clausell, E. R., Mariano, M. J., & Reger, M. A. (2018). Conducting neuropsychological assessment with transgender individuals. The Clinical Neuropsychologist, 1-18.
Learning Objectives:
1. Describe how to determine the validity of neuropsychological assessment data in children with neurological diagnoses using performance validity tests (PVTs).
2. Provide evidence for use of the MVP performance validity test in children and adolescents with neurological diagnoses.
Brooks, B. L., Fay-McClymont, T. B., MacAllister, W. S., Vasserman, M., & Sherman, E. M. (2018). A new kid on the block: The Memory Validity Profile (MVP) in children with neurological conditions. Child Neuropsychology, 1-12.
Learning Objectives:
Sieg, E., Mai, Q., Mosti, C., & Brook, M. (2018). The utility of neuropsychological consultation in identifying medical inpatients with suspected cognitive impairment at risk for greater hospital utilization. The Clinical Neuropsychologist, 1-15.
Learning Objectives:
1. Describe why the addition of cognitive neuroscience paradigms to neuropsychological assessments can benefit our understanding of poor quality of life in childhood cancer survivors.
2. Explain the relationship between performance on a cognitive neuroscience paradigm of response inhibition and a parental measure of children’s’ attention deficits.
Van Der Plas, E., Erdman, L., Nieman, B. J., Weksberg, R., Butcher, D. T., O’connor, D. L., … & Ito, S. (2018). Characterizing neurocognitive late effects in childhood leukemia survivors using a combination of neuropsychological and cognitive neuroscience measures. Child Neuropsychology, 1-16.